The Factors That Affect Attitudes towards Environment ? The Factors That Affect Attitudes towards

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zay Kse / TUSED / 7(3) 2010 212 The Factors That Affect Attitudes towards Environment of Secondary School Students Esra ZAY KSE 1 , 1 Assist.Prof.Dr., Atatrk University, Kazm Karabekir Edu. Fac., Dept. of Math. Sci. Edu., Erzurum-TURKEY Received: 11.03.2009 Revised: 24.11.2009 Accepted: 15.12.2009 The original language of article is Turkish (v.7, n.3, September 2010, pp. 198-211) Key Words: Environmental Conscious; Environmental Education; Student Attitude; Teachers View. SYNOPSIS INTRODUCTION Unconsciously people which cause to environmental problems and environment are permanent interaction with each other (Kyc et al., 2005). After revolution industry, environment problems increased quickly through world. Environment training is very important because environment problems is increased continuously and people must be conscious about it (Kyc et al., 2005; Paraskevopoulos et al., 1998; Hampel, 1994; Bradley, Waliczek & Zajcek, 1999). It has long been known that the basis for many environmental problems and issues is irresponsible environmental behaviours of people. Without doubt, one of the most important influences on these behaviors is the attitude. Therefore, it appears that an effective environmental education for school-age students is crucial (Kyc et al., 2005; Paraskevopoulos et al., 1998; Hampel, 1994; Bradley, Waliczek & Zajcek, 1999). There are a lot of studies that show environmental attitude of secondary school students and factors which affect this attitude. These studies introduced that a lot of factors effect students attitude. The most important of these factors is students knowledge about environment. (Hampel, 1994; Paraskevopoulos et al., 1998; Bradley, Waliczek & Zajcek, 1999; Ylmaz et al., 2002; ama, 2003; zdemir et al., 2004; Vaizolu et al., 2005; zmen et al., 2005; Uzun & Salam, 2005; Erol & Gezer, 2006; Gezer et al., 2006). PURPOSE OF THE STUDY The purpose of the study is to investigate whether there is a difference between secondary school students environmental attitude and their knowledge, gender, settlement Corresponding Author email: esraozay2002@yahoo.com ISSN:1304-6020 TRK FEN ETM DERGS Yl 7, Say 3, Eyll 2010 Journal of TURKISH SCIENCE EDUCATION Volume 7, Issue 3, September 2010 http://www.tused.org mailto:esraozay2002@yahoo.com zay Kse / TUSED / 7(3) 2010 213 unit where they lived the most time, mothers-fathers education levels, mothers-fathers protecting behaviors toward environment, the state of environmental education in secondary school. METHODOLOGY a) Research Design In the research, case study research design was used. b) Sample For this study, a sample of 100 student and 50 biology teachers was used. Secondary school students and teachers are in Erzurum in 2006-2007 instruction years. c) Data Collection Tools The attitude test consisted of 38 questions rated on a Likert-type scale. Attitude test were developed using present studies (Bradley, Waliczek & Zajcek, 1999; Uzun & Salam, 2006; Vaizolu et al., 2005; Darn et al., 2006; ama, 2003; zdemir et al., 2004; zden et al., 2005). The five possible responses to each statement were 1 (strongly agree), 2 (agree), 3 (neither), 4 (disagree), and 5 (strongly disagree). This inventory was used to measure students' attitudes toward environment. Scores were based on the student responses on the Likert scale. A student obtained a single attitude score that fell between a minimum score of 1-2 and a maximum score of 4-5. A neutral score is in the mid-range of 3. The attitude inventory had a Cronbach's alpha reliability coefficient of 0,83. 15 knowledge questions were developed by using actual curriculum from the unit under study. A student obtained a single knowledge score based on the number of questions answered correctly with a minimum score of 0 and a maximum score of 15. The knowledge inventory had a Cronbach's alpha reliability coefficient of .64. The state of environmental education in secondary school is determined by a questionnaire including 6 items that were applied to 50 biology teachers in Erzurum. d) Data Analysis Attitude and knowledge changes were evaluated by using the Statistical Package for the Social Sciences (SPSS) Release 12.0 for Windows. T-test and Variance analysis (ANOVA) were used to test for statistical significance between secondary school students environmental attitude and their knowledge, gender, settlement unit where they lived the most time, mothers-fathers education levels, mothers-fathers protecting behaviours toward environment, the state of environmental education in secondary school. Pearson's product-moment correlation was used to test the relationship between attitude and knowledge. FINDINGS and DISCUSSION It was observed that %18 of students have positive attitude toward environment. A lot of students attitudes toward environment are middle relevance. The result of attitude test exposed that the %74 of students have middle attitude toward environment. But the % 8 of students have negative attitude toward environment. Fifty seven (57) students answered half of questions in knowledge test. 57 students have middle level in environment knowledge. Two students have only 10 true answers. 41 students couldnt answer even half of questions. According to this result, students knowledge toward environmental issues are not very high. zay Kse / TUSED / 7(3) 2010 214 When teachers view about state of environmental education in secondary school are investigated, it was found that laboratory opportunities, open field excursions, instruction time, currency of environmental subject, training of sensitive individual are not supplied sufficiently. There is a different between students knowledge about environment, their mothers-fathers protecting behaviors toward environment, settlement unit where they lived the most time from factors that thought to effect students attitude and students attitude. Students genders and mothers-fathers education levels have not affected their attitude (p=0,05) but more mothers-fathers education levels increase and more students environmental attitude improve. We found statistically significant correlations between student attitudes and knowledge. These scores were positively correlated, indicating that, as knowledge scores increased, attitude scores increased toward a more favorable attitude. Students scoring higher on the knowledge test tended to have more favorable environmental attitudes. This statistically significant finding is important (p zay Kse / TUSED / 7(3) 2010 215 REFERENCES Bradley, J.C., Walczek, T.M., & Zajcek, J.M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3), 17-21. erik, . (2002). Ailelerin genlere kar tutumlar ve genlerin ailelerinin tutumlarn alglaylarna ynelik niversite genlii zerinde bir aratrma. Ege niversitesi ..B.F. Ege Akademik Bak, 1, 21-36 Darn, E.S., Bozkurt, O., Hamalosmanolu, M., & Kse, S (2006) Determination of elementary students level of knowledge and misconceptions about greenhouse effect. Internatinal Journal of Environmental and Science Education, 1(2), 104115. Erol, G.H., & Gezer, K. (2006). Teachers Attitudes toward environment and environmental problems. International Journal Of Environmental and Science Education, 1(1), 6577. Gezer, K., okadar, H., Kse, S., & Bilen, K. (2006). Lise rencilerinin evreye ynelik tutumlarnn karlastrlmas: Buldan rnei. Buldan Sempozyumu, 23-24 Kasm. s.71-77.Buldan:Pamukkale niversitesi. Hampel, B., Holdsworth, R., & Boldert, J. (1994). Urban/ Rural diffirences in environmental consciousness among adolescents, Eriim Tarihi: 26.12.2007, http://www.csu.edu.au/research/crsr/ruralsoc/v5n4p13.htm,. Kyc, F., Aydodu, M., Doru, M., Aslan, O., & zkaya, A. (2005). lkretim retmen adaylarnn evre eitimine bak. XIV. Ulusal Eitim Bilimleri Kongresi Bildiriler Kitab. (s.567-572), 2830 Eyll, Denizli: Pamukkale niversitesi Eitim Fakltesi. zdemir, O., Yldz, A., Ocaktan, E., & Saren, . (2004). Tp fakltesi rencilerinin evre sorunlar konusundaki farkndalk ve duyarllklar. Ankara niversitesi Tp Fakltesi Mecmuas, 57(3), 117-127. zmen, D., etinkaya, A., & Nehir, S. (2005). niversite rencilerinin evre sorunlarna ynelik tutumlar. TSK Koruyucu Hekimlik Blteni, 4(6),330-344. Paraskevopoulos, S., Padeliadu, S., & Zafiropoulos, K. (1998). Environment knowledge of elementary school students in Greece, Journal of Environmental Education, 29(3), 55-61. Pekel, O.F., & Ozay, E. (2005). Turkish high school students perceptions of ozone layer depletion. Applied Environmental Education And Communication, 4, 115123. ama, E. (2003). retmen adaylarnn evre sorunlarna ynelik tutumlar. Gazi niversitesi Gazi Eitim Fakltesi Dergisi, 23(2), 99-110. T.C.evre ve Orman Bakanl Trkiye evre Atlas. (2004). Ankara.452-457. Uzun, N., & Salam, N. (2005). Ortaretim kurumlarnda evre eitimi ve retmenlerin evre eitim programlar hakkndaki grleri. XIV. Ulusal Eitim Bilimleri Kongresi. (s. 573-579). 2830 Eyll, Denizli: Pamukkale niversitesi Eitim Fakltesi. Uzun, N., & Salam, N. (2006). Orta retim rencileri iin evresel tutum lei gelitirme ve geerlilii. Hacettepe niversitesi Eitim Fakltesi Dergisi, 30, 240-250. Vaizolu, S., & Altnta, H. (2005). Bir tp fakltesi son snf rencilerinin evre bilincinin deerlendirilmesi. TSK Koruyucu Hekimlik Blteni, 4(4), 151-171. Ylmaz, A., Morgil, ., Aktu, P., & Gbekli, . (2002). Ortaretim ve niversite rencilerinin evre, evre kavramlar ve sorunlar konusundaki bilgi ve neriler. Hacettepe niversitesi Eitim Fakltesi Dergisi, 22, 156-162. http://www.csu.edu.au/research/crsr/ruralsoc/v5n4p13.htm

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